Science deals with the world around us, and we understand, experience, and study this world through and with our bodies. While science educators have started to acknowledge the critical role of the body in science learning, approaches to conceptualising the body in science education vary greatly. Embodiment and embodied cognition serve as umbrella terms for different approaches to bodily learning processes. Unfortunately, researchers and educators often blur these different approaches and use various claims of embodiment interchangeably. Understanding and acknowledging the diversity of embodied perspectives strengthen arguments in science education research and allows realising the potential of embodied cognition in science education practice. We need a comprehensive overview of the various ways the body bears on science learning. With this paper, we wish to present such an overview by disentangling key ideas of embodiment and embodied cognition with a view towards science education. Drawing on the historical traditions of phenomenology and ecological psychology, we propose four senses of embodiment that conceptualise the body in physical, phenomenological, ecological, and interactionist terms. By illustrating the multiple senses of embodiment through examples from the recent science education literature, we show that embodied cognition bears on practical educational problems and has a variety of theoretical implications for science education. We hope that future work can recognise such different senses of embodiment and show how they might work together to strengthen the many roles of the body in science education research and practice.

科学与我们周围的世界打交道，我们通过我们的身体以及与我们的身体一起了解，体验和研究这个世界。尽管科学教育者已经开始认识到身体在科学学习中的关键作用，但在科学教育中，将身体概念化的方法却相差很大。体现和体现的认知是身体学习过程的不同方法的统称。不幸的是，研究人员和教育工作者经常模糊这些不同的方法，并互换使用实施方式的各种主张。理解和承认体现观点的多样性，加强了科学教育研究的论据，并允许在科学教育实践中认识到体现认知的潜力。我们需要全面了解人体对科学学习的各种方式。有了这篇论文，我们希望通过解开体现和体现认知的关键思想并以科学教育的观点来呈现这样的概述。借鉴现象学和生态心理学的历史传统，我们提出了将身体概念化的四种体现感。物理，现象学，生态学和交互论术语。通过从最近的科学教育文献中举例说明多元体现的意义，我们表明，体现的认知关系到实践教育问题，并且对科学教育具有多种理论意义。我们希望未来的工作能够认识到这种不同的体现感，并展示它们如何可以共同发挥作用，以增强人体在科学教育研究和实践中的许多作用。